Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K = I know about quite a lot of the theory behind game-based learning, as I have read quite a lot of Prensky's work.
W = I would like to learn more about how I can utilise games in teaching and learning situations to enhance student engagement and encourage critical thinking.
L = Educational games can be set up to allow for interactivity within small groups and the whole class. The advantage of integrating games into teaching and learning situations is that they constitute a student-centred teaching and learning strategy.
Reflection
Through the information that has been presented in this course, I am learning about the differences between gamification and game-based learning. According to Wehrbach, 'Gamification' can be seen has being composed of three key elements: Dynamics, Mechanics and Framework, which can be further broken down into 30 sub-elements.
Thanks Kim, it's good to see your understanding in the distinction between gamification and games-based learning. These 2 terms are often confused by many.
Dynamics
At the top of the pyramid are the game dynamics. These are the most high level conceptional elements in a game or gamified system. You can think about these as a grammar - the hidden structure.
Constraints
Emotions
Narrative
Progression
Relationships
Mechanics
These can be understood as verbs of gamification.
Challenges
Chance
Competition
Cooperation
Feedback
Resource Acquisition
Rewards
Transactions
Turns
Win states
Components
In the most surface level there are components. Specific examples, specific ways to do the higher level things that dynamics and mechanics represent.
Achievements
Avatars
Badges
Boss Fights
Collections
Combat
Content Unblocking
Gifting
Leader-boards
Levels
Points
Quests
Social Graph
Teams
Virtual goods
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Gamification and game-based learning are quite different to one another.
Gamification uses the context to provide motivation specific to the learning situation. It uses strategies to affect behaviour during a task. It uses game-like features to enhance the learning of the content. Gamification motivates learners to take some action and do something.
How do educators incorporate this style of learning with elements of the curriculum that require conceptual, critical and creative thinking?
Level 2
Where do I start?
My students would benefit from gamification of activities across the various subject areas that I teach. Students can use Kahoot and Quizlet to check their level of understanding on a topic and create their own games to test on their peers. Quizlet can also be used to encourage students to learn key terminology and vocabulary. Where other languages are involved, teachers can record the words and phrases to help students improve pronunciation and also listening comprehension.
Observe and reflect
After having used Quizlet, Quizlet Live and Kahoot to create and play games in various teaching and learning situations, I have a greater awareness of the key gamification elements at play. Some of which include levelling, i.e. students must progress through each level of question before commencing the next; points systems, i.e. students receive immediate feedback on the answers after completing each question and a total score at the end of the quiz that reveals their final results; challenge facilitated by the teacher (or student) depending on who has created the quiz; feedback on achievement after each question; win stakes and progression i.e. teacher and students can see how they compare with their peers. These elements all play a key part in engaging the learner through a games-based approach.
Level 3
Premiers Reading Challenge Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
No consistent or coherent story
A lot of opportunity to improve skills or knowledge. User progress is obvious.
No emotional connection intended or present.
Little or no interaction between students.
Zombie Learning Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
Very well-conceived, consistent and coherent story
Experience is designed well so that improving skills or knowledge is integral to the experience. Progress is clear.
Some intentions for player emotions during experience.
A good amount of interaction between students.
You Try/ A final reflection
GameThinkingPlanningTemplate
LessonOutcomes
Year Seven History Lesson
HT4.3 Describes and assesses the motives and actions and actions of past individuals and groups in the context of past societies. HT4.5 Identifies the meaning, purpose and context of historical sources. HT4.9 Uses a range of historical terms and concepts when communicating an understanding of the past.
Descriptionofyouraudience
The students are 12 – 13 years old. The majority are not motivated to prepare thoroughly for the Yearly History Examination. This requires them to learn key terminology, understand how to interpret source documents and incorporate key knowledge of key historical figures, events and societies studied throughout the year.
Timeconstraints
As we only have a couple of lessons to spend on revising the year’s work, a set of Quizlet games has been set up for students to learn and revise Key Terminology in their own time. A Kahoot game has been created to help motivate students learn and revise for their exam.
GameElements
The Quizlet games are focused on supporting students to engage with learning Key Terminology. Via the Quizlet Classroom, they can earn points and compete on a leaderboard.
Students will be given merit awards for diligence.
Quizlet Live may also be played in class if time permits, as this encourages and promotes team work.
This Kahoot game will be played at the end of a revision lesson. I am currently working on creating a quiz-style PowerPoint Presentation to revise key components of the year’s work, with ‘Are You Smarter Than a Fifth Grader?’ as the theme.
Game dynamics for Quizlet:
Constraints in that there is only one right answer
No narrative
There is a progression in terms of providing different versions of different difficulty level, which the students may choose. Students may also choose from a wide variety of learning modes, games and tests for any given set of content.
Emotion…..students who engage seem to get somewhat emotional about it!
Relationships: students who engage like to be able to compete with one another on an individual basis.
Game dynamics for Quizlet Live:
Constraints in that there is only one right answer
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Quizlet Live.
Emotion…..students who engage seem to get very emotional about it, especially when the team is leading and then one individual answers incorrectly and they lose all points.
Relationships: Quizlet Live really helps promote group dynamics and team work in a positive manner.
Game dynamics for Kahoot (individual mode):
There can be more than one right answer for any given question.
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Kahoot.
Emotion…..students who engage seem to get very emotional about it!
Relationships: Kahoot really helps promote student engagement and interest. Stydents get very competitive – even the students who are most often less engaged.
Game mechanics present:
Challenges, chance (when questions are randomised), co-operation (in Quizlet Live, where they work in randomly assigned teams), rewards (points, merits, prizes), competition (in Quizlet and Kahoot)
Game components:
Achievements, badges (highest point scorer = Mole Queen), leaderboards, levels, points, teams
Funcheck
Hard fun: There are many opportunities for challenge, reward and achievement. Easy fun: Students have the fun of figuring out answers, but there are no opportunities for creative thinking. Serious fun: Students seem to find the various games engaging and stimulating. They can also get very emotional if the suddenly lose. Social fun: In Quizlet Live games, there are great opportunities for co-operation. Through this game, the best students had the opportunity to lead through peer-teaching. With Kahoot, students love the music, the layouts and the competitive nature of the game.
Thanks Kim, hopefully this Game Design Thinking Template has made it easier for you to design and use games in your classroom.
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Have you filled in the evaluation? Have you found the bonus level content?
The following content has been copy and pasted from the 'Blank participant page 5' template.
I wasn't sure what to merge so just copied all the content here. Stan Yip, syip@aisnsw.edu.au
Kim
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K = I know about quite a lot of the theory behind game-based learning, as I have read quite a lot of Prensky's work.
W = I would like to learn more about how I can utilise games in teaching and learning situations to enhance student engagement and encourage critical thinking.
L = Educational games can be set up to allow for interactivity within small groups and the whole class. The advantage of integrating games into teaching and learning situations is that they constitute a student-centred teaching and learning strategy.
Reflection
Through the information that has been presented in this course, I am learning about the differences between gamification and game-based learning. According to Wehrbach, 'Gamification' can be seen has being composed of three key elements: Dynamics, Mechanics and Framework, which can be further broken down into 30 sub-elements.
Dynamics
At the top of the pyramid are the game dynamics. These are the most high level conceptional elements in a game or gamified system. You can think about these as a grammar - the hidden structure.
Constraints
Emotions
Narrative
Progression
Relationships
Mechanics
These can be understood as verbs of gamification.
Challenges
Chance
Competition
Cooperation
Feedback
Resource Acquisition
Rewards
Transactions
Turns
Win states
Components
In the most surface level there are components. Specific examples, specific ways to do the higher level things that dynamics and mechanics represent.
Achievements
Avatars
Badges
Boss Fights
Collections
Combat
Content Unblocking
Gifting
Leader-boards
Levels
Points
Quests
Social Graph
Teams
Virtual goods
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Gamification and game-based learning are quite different to one another.
Gamification uses the context to provide motivation specific to the learning situation. It uses strategies to affect behaviour during a task. It uses game-like features to enhance the learning of the content. Gamification motivates learners to take some action and do something.
How do educators incorporate this style of learning with elements of the curriculum that require conceptual, critical and creative thinking?
Level 2
Where do I start?
My students would benefit from gamification of activities across the various subject areas that I teach. Students can use Kahoot and Quizlet to check their level of understanding on a topic and create their own games to test on their peers. Quizlet can also be used to encourage students to learn key terminology and vocabulary. Where other languages are involved, teachers can record the words and phrases to help students improve pronunciation and also listening comprehension.
Observe and reflect
After having used Quizlet, Quizlet Live and Kahoot to create and play games in various teaching and learning situations, I have a greater awareness of the key gamification elements at play. Some of which include levelling, i.e. students must progress through each level of question before commencing the next; points systems, i.e. students receive immediate feedback on the answers after completing each question and a total score at the end of the quiz that reveals their final results; challenge facilitated by the teacher (or student) depending on who has created the quiz; feedback on achievement after each question; win stakes and progression i.e. teacher and students can see how they compare with their peers. These elements all play a key part in engaging the learner through a games-based approach.
Level 3
Premiers Reading Challenge Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
No consistent or coherent story
A lot of opportunity to improve skills or knowledge. User progress is obvious.
No emotional connection intended or present.
Little or no interaction between students.
Zombie Learning Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
Very well-conceived, consistent and coherent story
Experience is designed well so that improving skills or knowledge is integral to the experience. Progress is clear.
Some intentions for player emotions during experience.
A good amount of interaction between students.
You Try/ A final reflection
GameThinkingPlanningTemplate
LessonOutcomes
Year Seven History Lesson
HT4.3 Describes and assesses the motives and actions and actions of past individuals and groups in the context of past societies. HT4.5 Identifies the meaning, purpose and context of historical sources. HT4.9 Uses a range of historical terms and concepts when communicating an understanding of the past.
Descriptionofyouraudience
The students are 12 – 13 years old. The majority are not motivated to prepare thoroughly for the Yearly History Examination. This requires them to learn key terminology, understand how to interpret source documents and incorporate key knowledge of key historical figures, events and societies studied throughout the year.
Timeconstraints
As we only have a couple of lessons to spend on revising the year’s work, a set of Quizlet games has been set up for students to learn and revise Key Terminology in their own time. A Kahoot game has been created to help motivate students learn and revise for their exam.
GameElements
The Quizlet games are focused on supporting students to engage with learning Key Terminology. Via the Quizlet Classroom, they can earn points and compete on a leaderboard.
Students will be given merit awards for diligence.
Quizlet Live may also be played in class if time permits, as this encourages and promotes team work.
This Kahoot game will be played at the end of a revision lesson. I am currently working on creating a quiz-style PowerPoint Presentation to revise key components of the year’s work, with ‘Are You Smarter Than a Fifth Grader?’ as the theme.
Game dynamics for Quizlet:
Constraints in that there is only one right answer
No narrative
There is a progression in terms of providing different versions of different difficulty level, which the students may choose. Students may also choose from a wide variety of learning modes, games and tests for any given set of content.
Emotion…..students who engage seem to get somewhat emotional about it!
Relationships: students who engage like to be able to compete with one another on an individual basis.
Game dynamics for Quizlet Live:
Constraints in that there is only one right answer
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Quizlet Live.
Emotion…..students who engage seem to get very emotional about it, especially when the team is leading and then one individual answers incorrectly and they lose all points.
Relationships: Quizlet Live really helps promote group dynamics and team work in a positive manner.
Game dynamics for Kahoot (individual mode):
There can be more than one right answer for any given question.
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Kahoot.
Emotion…..students who engage seem to get very emotional about it!
Relationships: Kahoot really helps promote student engagement and interest. Stydents get very competitive – even the students who are most often less engaged.
Game mechanics present:
Challenges, chance (when questions are randomised), co-operation (in Quizlet Live, where they work in randomly assigned teams), rewards (points, merits, prizes), competition (in Quizlet and Kahoot)
Game components:
Achievements, badges (highest point scorer = Mole Queen), leaderboards, levels, points, teams
Funcheck
Hard fun: There are many opportunities for challenge, reward and achievement. Easy fun: Students have the fun of figuring out answers, but there are no opportunities for creative thinking. Serious fun: Students seem to find the various games engaging and stimulating. They can also get very emotional if the suddenly lose. Social fun: In Quizlet Live games, there are great opportunities for co-operation. Through this game, the best students had the opportunity to lead through peer-teaching. With Kahoot, students love the music, the layouts and the competitive nature of the game.
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K = I know about quite a lot of the theory behind game-based learning, as I have read quite a lot of Prensky's work.
W = I would like to learn more about how I can utilise games in teaching and learning situations to enhance student engagement and encourage critical thinking.
L = Educational games can be set up to allow for interactivity within small groups and the whole class. The advantage of integrating games into teaching and learning situations is that they constitute a student-centred teaching and learning strategy.
Reflection
Through the information that has been presented in this course, I am learning about the differences between gamification and game-based learning. According to Wehrbach, 'Gamification' can be seen has being composed of three key elements: Dynamics, Mechanics and Framework, which can be further broken down into 30 sub-elements.Thanks Kim, it's good to see your understanding in the distinction between gamification and games-based learning. These 2 terms are often confused by many.
Dynamics
At the top of the pyramid are the game dynamics. These are the most high level conceptional elements in a game or gamified system. You can think about these as a grammar - the hidden structure.Mechanics
These can be understood as verbs of gamification.
Components
In the most surface level there are components. Specific examples, specific ways to do the higher level things that dynamics and mechanics represent.Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Gamification and game-based learning are quite different to one another.
Gamification uses the context to provide motivation specific to the learning situation. It uses strategies to affect behaviour during a task. It uses game-like features to enhance the learning of the content. Gamification motivates learners to take some action and do something.
How do educators incorporate this style of learning with elements of the curriculum that require conceptual, critical and creative thinking?
Level 2
Where do I start?
My students would benefit from gamification of activities across the various subject areas that I teach. Students can use Kahoot and Quizlet to check their level of understanding on a topic and create their own games to test on their peers. Quizlet can also be used to encourage students to learn key terminology and vocabulary. Where other languages are involved, teachers can record the words and phrases to help students improve pronunciation and also listening comprehension.
Observe and reflect
After having used Quizlet, Quizlet Live and Kahoot to create and play games in various teaching and learning situations, I have a greater awareness of the key gamification elements at play. Some of which include levelling, i.e. students must progress through each level of question before commencing the next; points systems, i.e. students receive immediate feedback on the answers after completing each question and a total score at the end of the quiz that reveals their final results; challenge facilitated by the teacher (or student) depending on who has created the quiz; feedback on achievement after each question; win stakes and progression i.e. teacher and students can see how they compare with their peers. These elements all play a key part in engaging the learner through a games-based approach.
Level 3
Premiers Reading Challenge Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
No consistent or coherent story
A lot of opportunity to improve skills or knowledge. User progress is obvious.
No emotional connection intended or present.
Little or no interaction between students.
Zombie Learning Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
Very well-conceived, consistent and coherent story
Experience is designed well so that improving skills or knowledge is integral to the experience. Progress is clear.
Some intentions for player emotions during experience.
A good amount of interaction between students.
You Try/ A final reflection
GameThinkingPlanningTemplateLessonOutcomes
Year Seven History Lesson
HT4.3 Describes and assesses the motives and actions and actions of past individuals and groups in the context of past societies.HT4.5 Identifies the meaning, purpose and context of historical sources.
HT4.9 Uses a range of historical terms and concepts when communicating an understanding of the past.
Descriptionofyouraudience
The students are 12 – 13 years old. The majority are not motivated to prepare thoroughly for the Yearly History Examination. This requires them to learn key terminology, understand how to interpret source documents and incorporate key knowledge of key historical figures, events and societies studied throughout the year.Timeconstraints
As we only have a couple of lessons to spend on revising the year’s work, a set of Quizlet games has been set up for students to learn and revise Key Terminology in their own time. A Kahoot game has been created to help motivate students learn and revise for their exam.GameElements
The Quizlet games are focused on supporting students to engage with learning Key Terminology. Via the Quizlet Classroom, they can earn points and compete on a leaderboard.
Students will be given merit awards for diligence.
Quizlet Live may also be played in class if time permits, as this encourages and promotes team work.
This Kahoot game will be played at the end of a revision lesson. I am currently working on creating a quiz-style PowerPoint Presentation to revise key components of the year’s work, with ‘Are You Smarter Than a Fifth Grader?’ as the theme.
Game dynamics for Quizlet:
Constraints in that there is only one right answer
No narrative
There is a progression in terms of providing different versions of different difficulty level, which the students may choose. Students may also choose from a wide variety of learning modes, games and tests for any given set of content.
Emotion…..students who engage seem to get somewhat emotional about it!
Relationships: students who engage like to be able to compete with one another on an individual basis.
Game dynamics for Quizlet Live:
Constraints in that there is only one right answer
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Quizlet Live.
Emotion…..students who engage seem to get very emotional about it, especially when the team is leading and then one individual answers incorrectly and they lose all points.
Relationships: Quizlet Live really helps promote group dynamics and team work in a positive manner.
Game dynamics for Kahoot (individual mode):
There can be more than one right answer for any given question.
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Kahoot.
Emotion…..students who engage seem to get very emotional about it!
Relationships: Kahoot really helps promote student engagement and interest. Stydents get very competitive – even the students who are most often less engaged.
Game mechanics present:
Challenges, chance (when questions are randomised), co-operation (in Quizlet Live, where they work in randomly assigned teams), rewards (points, merits, prizes), competition (in Quizlet and Kahoot)
Game components:
Achievements, badges (highest point scorer = Mole Queen), leaderboards, levels, points, teams
Funcheck
Hard fun: There are many opportunities for challenge, reward and achievement.Easy fun: Students have the fun of figuring out answers, but there are no opportunities for creative thinking.
Serious fun: Students seem to find the various games engaging and stimulating. They can also get very emotional if the suddenly lose.
Social fun: In Quizlet Live games, there are great opportunities for co-operation. Through this game, the best students had the opportunity to lead through peer-teaching. With Kahoot, students love the music, the layouts and the competitive nature of the game.
Thanks Kim, hopefully this Game Design Thinking Template has made it easier for you to design and use games in your classroom.
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Have you filled in the evaluation? Have you found the bonus level content?
The following content has been copy and pasted from the 'Blank participant page 5' template.
I wasn't sure what to merge so just copied all the content here. Stan Yip, syip@aisnsw.edu.au
Kim
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K = I know about quite a lot of the theory behind game-based learning, as I have read quite a lot of Prensky's work.
W = I would like to learn more about how I can utilise games in teaching and learning situations to enhance student engagement and encourage critical thinking.
L = Educational games can be set up to allow for interactivity within small groups and the whole class. The advantage of integrating games into teaching and learning situations is that they constitute a student-centred teaching and learning strategy.
Reflection
Through the information that has been presented in this course, I am learning about the differences between gamification and game-based learning. According to Wehrbach, 'Gamification' can be seen has being composed of three key elements: Dynamics, Mechanics and Framework, which can be further broken down into 30 sub-elements.Dynamics
At the top of the pyramid are the game dynamics. These are the most high level conceptional elements in a game or gamified system. You can think about these as a grammar - the hidden structure.Mechanics
These can be understood as verbs of gamification.
Components
In the most surface level there are components. Specific examples, specific ways to do the higher level things that dynamics and mechanics represent.Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Gamification and game-based learning are quite different to one another.
Gamification uses the context to provide motivation specific to the learning situation. It uses strategies to affect behaviour during a task. It uses game-like features to enhance the learning of the content. Gamification motivates learners to take some action and do something.
How do educators incorporate this style of learning with elements of the curriculum that require conceptual, critical and creative thinking?
Level 2
Where do I start?
My students would benefit from gamification of activities across the various subject areas that I teach. Students can use Kahoot and Quizlet to check their level of understanding on a topic and create their own games to test on their peers. Quizlet can also be used to encourage students to learn key terminology and vocabulary. Where other languages are involved, teachers can record the words and phrases to help students improve pronunciation and also listening comprehension.
Observe and reflect
After having used Quizlet, Quizlet Live and Kahoot to create and play games in various teaching and learning situations, I have a greater awareness of the key gamification elements at play. Some of which include levelling, i.e. students must progress through each level of question before commencing the next; points systems, i.e. students receive immediate feedback on the answers after completing each question and a total score at the end of the quiz that reveals their final results; challenge facilitated by the teacher (or student) depending on who has created the quiz; feedback on achievement after each question; win stakes and progression i.e. teacher and students can see how they compare with their peers. These elements all play a key part in engaging the learner through a games-based approach.
Level 3
Premiers Reading Challenge Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
No consistent or coherent story
A lot of opportunity to improve skills or knowledge. User progress is obvious.
No emotional connection intended or present.
Little or no interaction between students.
Zombie Learning Reflection
According to the Measuring/ Applying Gamification to the Classroom rubric, this site could be evaluated as comprising of the following elements as follows:
Very well-conceived, consistent and coherent story
Experience is designed well so that improving skills or knowledge is integral to the experience. Progress is clear.
Some intentions for player emotions during experience.
A good amount of interaction between students.
You Try/ A final reflection
GameThinkingPlanningTemplateLessonOutcomes
Year Seven History Lesson
HT4.3 Describes and assesses the motives and actions and actions of past individuals and groups in the context of past societies.HT4.5 Identifies the meaning, purpose and context of historical sources.
HT4.9 Uses a range of historical terms and concepts when communicating an understanding of the past.
Descriptionofyouraudience
The students are 12 – 13 years old. The majority are not motivated to prepare thoroughly for the Yearly History Examination. This requires them to learn key terminology, understand how to interpret source documents and incorporate key knowledge of key historical figures, events and societies studied throughout the year.Timeconstraints
As we only have a couple of lessons to spend on revising the year’s work, a set of Quizlet games has been set up for students to learn and revise Key Terminology in their own time. A Kahoot game has been created to help motivate students learn and revise for their exam.GameElements
The Quizlet games are focused on supporting students to engage with learning Key Terminology. Via the Quizlet Classroom, they can earn points and compete on a leaderboard.
Students will be given merit awards for diligence.
Quizlet Live may also be played in class if time permits, as this encourages and promotes team work.
This Kahoot game will be played at the end of a revision lesson. I am currently working on creating a quiz-style PowerPoint Presentation to revise key components of the year’s work, with ‘Are You Smarter Than a Fifth Grader?’ as the theme.
Game dynamics for Quizlet:
Constraints in that there is only one right answer
No narrative
There is a progression in terms of providing different versions of different difficulty level, which the students may choose. Students may also choose from a wide variety of learning modes, games and tests for any given set of content.
Emotion…..students who engage seem to get somewhat emotional about it!
Relationships: students who engage like to be able to compete with one another on an individual basis.
Game dynamics for Quizlet Live:
Constraints in that there is only one right answer
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Quizlet Live.
Emotion…..students who engage seem to get very emotional about it, especially when the team is leading and then one individual answers incorrectly and they lose all points.
Relationships: Quizlet Live really helps promote group dynamics and team work in a positive manner.
Game dynamics for Kahoot (individual mode):
There can be more than one right answer for any given question.
No narrative
There is no progression in terms of providing different versions of different difficulty levels in Kahoot.
Emotion…..students who engage seem to get very emotional about it!
Relationships: Kahoot really helps promote student engagement and interest. Stydents get very competitive – even the students who are most often less engaged.
Game mechanics present:
Challenges, chance (when questions are randomised), co-operation (in Quizlet Live, where they work in randomly assigned teams), rewards (points, merits, prizes), competition (in Quizlet and Kahoot)
Game components:
Achievements, badges (highest point scorer = Mole Queen), leaderboards, levels, points, teams
Funcheck
Hard fun: There are many opportunities for challenge, reward and achievement.Easy fun: Students have the fun of figuring out answers, but there are no opportunities for creative thinking.
Serious fun: Students seem to find the various games engaging and stimulating. They can also get very emotional if the suddenly lose.
Social fun: In Quizlet Live games, there are great opportunities for co-operation. Through this game, the best students had the opportunity to lead through peer-teaching. With Kahoot, students love the music, the layouts and the competitive nature of the game.
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Have you filled in the evaluation? Have you found the bonus level content?